Lesson Plan Title Complex Consonant Clusters ch and tch, dge, ge (Word Sorts, p.

77, Beyond the

Blueprint)

Lesson Plan Created by Patty Foley, CSDE Educational Consultant for Early Literacy K-8 & and CMT

Grades 5-7

Subject English language arts

Standard(s) Standard 1 – Reading and Responding (phonics)

Standard 3 – Communicating with Others
Standard 4 – Using Conventions of English Language

Time 15-minute mini-lesson

10-minute guided practice
10-minute small group activity
Five-minute sharing
Repeat the same rule with different words over a week

Indicators/Objective(s) Find a pattern that determines the rule for when words end in ch or tch

Required Materials for Index cards with words

Lesson / Technology
Chart paper
Transparencies and marker

Initiation (prior Review procedures for doing word sorts and practice as a whole class by reviewing
knowledge; connections; a simple beginning complex consonant clusters already studied, which includes
vocabulary) triple r blends (e.g., spr, str, scr and consonant digraphs – plus r (e.g., thr, shr).

Learning Procedures Teacher reviews the procedure for a word sort and introduces a new group of words
ending in dge or ge
Model the sort: Write each word on a transparency; then, cut out the words, and
then, sort the words on the overhead projector. The teacher will make two columns
as s/he figures out the rule. Put these words on the chart paper with the rule written
above. Discuss the rule with the students; then, ask students to find other words in
books that will confirm the rule generated or that is an exception to the rule. Add the
words under the rule on the chart paper if they fit or the exception if they do not.
The rule: In most single syllable short vowel words that end with a /j/ sound, the
final phoneme is spelled dge (lodge, bridge, badge, fudge) Long vowels, ambiguous
vowels, and the r, n, l indicate the ge spelling (cage, lounge, large, binge, bulge)

Grouping Whole group mini-lesson/small group/whole group guided practice and small group
independent practice (differentiated by need)

Guided Practice Work in small groups to sort words (use the same words for all) in categories and
find a pattern that occurs. Give each small group the same index cards and have
 them sort the words coming up with generalizations for a rule. Discuss the possible
rules together and write them on chart paper. The teacher will write the words under
the rule where they fit. Choose a group of words with ch and and tch (see included).
Rule: If the vowel sound in a th word is long, as in each, it is followed by the letter n
as in bench, or makes the sound in cow, just add ch. If the vowel sound is short but
not followed by the letter n, add tch. Exceptions to this include rich, which, such,
much.

Instructional Strategies Word Sort - model in whole group; guide in small group and independent practice.

Closure Each group states the rule after finding a pattern and discusses what lead them to
that rule.

Independent Practice Have students find additional words for both the ch and dge words and add them to
the appropriate column based on the rules. Then give students the opportunity to
practice sorting the index cards into columns at their desk without looking at the
charts and write the rule. Also practice word sorts from previous lessons as
appropriate for students. Choose word sorts that would be appropriate for the
students’ developmental stage and give out index cards with each word and have
kids sort and generate a rule. Find other words that fit the category and chart them as
above.
Share the rule and words with the class – five minutes

Assessment based on Students should be able to clearly state the rule and then sort new words with the
Objectives (informal, same patterns. (Formative)
formal, formative,
Call out the groups of words and have students put the word in the correct box that
summative – essential
matches it (e.g. call out the word straight and have students place it in the box that is
question)
labeled consonant cluster str- have one for digraphs plus r and tch and ch etc.) Give
one point for putting the word in the correct box and another for spelling the whole
word correctly.

Interventions (for Look at where students are in terms of assessment and give less complex word sorts
struggling students) to them. Tell students the rule and have them change the ending of the root word and
put it in the correct column. Choose a more simple pattern with one general rule, i.e.,
the plural of words ending in “y.”
The pattern is: When a word ends in a y that is immediately preceded by a
consonant, change the y to i and add es. When it ends in a y that is immediately
preceded by a vowel, just add s.

Enrichment (for gifted Change the complexity of the word sort. Give students a rule and have them choose
students) words that fit the rule and write them on individual index cards. Use reference books
such as Words their Way for additional ideas.

Connections to Other Across content areas

Subjects
Sample Word lists:

Triple R Blends scr Str spr

Screen straight spring

Scram strange spray

Scrape stretch spruce

Scratch strict

Scrap string

Scream strong

Consonant Digraphs – plus R

Thr shr d

Three shred

Throw shrink

Throne shrunk

Thrown shriek

Threw shrimp

Through

Thrifty

Threat

DGE, GE

Short vowel sounds long vowel sounds vowel plus r, l, n

Edge age large

Badge stage charge

Ridge rage surge

Fudge cage bulge

Judge huge range

Bridge change

Hedge sponge

Dodge plunge

Hedge

Pledge

TCH, CH

TCH CH r,n,l oddball

Catch reach couch porch which *

Witch * roach pouch torch rich

Pitch screech bench much

Sketch coach branch

Fetch beach

Match

Switch

*Homophone